Answered Tpa 2

CalTPADesigning Instruction Task
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Before beginning this task, read the complete directions provided in the CalTPA Candidate
Handbook.
Step 1: Academic Content Selection and Learning about Students

Directions:
An important step in planning instruction is to learn about your students. Select one class, one
content area, and the state-adopted academic content standards or state-adopted framework (if
your single subject content area does not have content standards) for this task. Respond to the
questions below about this class, unit of study, and how you learn about the students.
A. Academic Content Selection

Grade Level: Special Day K-2 Class (Emotionally Disturbance & Autistic Spectrum)
Content Area: Health_____________________
Subject Matter:___________________Nutrition
1. List the state-adopted academic content standards or state-adopted framework that you
will cover for this unit of study.
CA-California Common Core State Standards (2012)
Subject: English Language Arts & Literacy in History/Social Studies, Science, and
Technical Subjects
Grade: Grade 2 students:
Strand: Speaking and Listening
Domain: Comprehensions and Collaboration
Standard: 2. Recount or describe key ideas or details from a text read aloud or information
presented orally or through other media.
Indicator: 1.a. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful
ways, listen to others with care, speaking one at a time about the topics and texts under
discussion).
Indicator: 1.b. Build on others talk in conversations by linking their comments to the
remarks of others.
Indicator: 1.c. Ask for clarification and further explanation as needed about the topics and
texts under discussion.
CA- California Common Core State Standards (2012)
Technical Subjects
Grade : Grade 2 students:
Strand : Writing
Domain : Production and Distribution of Writing
Standard: 4. With guidance and support from adults, produce writing in which
the development and organization are appropriate to task and purpose. (Gradespecific expectations for writing types are defined in standards 13.)
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Standard: 6. With guidance and support from adults, use a variety of digital
tools to produce and publish writing, including in collaboration with peers.
Domain : Research to Build and Present Knowledge
Standard: 8. Recall information from experiences or gather information from
provided sources to answer a question.
CA-California K-12 Academic Content Standards
Subject: Health
Grade: Grade Two
Area: Nutrition and Physical Activity
Content Standard: Standard 6: Goal Setting All students will demonstrate the ability to use
goal-setting skills to enhance health.
Knowledge: 6.1.N Set a short-term goal to choose healthy foods for snacks and meals.
CA- California K-12 Academic Content Standards
Subject : Physical Education
Grade : GRADE ONE
Standard: Standard 4: Demonstrate knowledge of physical fitness concepts,
principles, and strategies to improve health and performance.
Area : Fitness Concepts
Concept 4.3: Explain that nutritious food provides energy for alertness and
mental concentration.
2. Describe the unit of study that addresses those standards.

This unit coincides with Red Ribbon Week. This unit is being taught to the K-2 special day
class for emotionally disturbed and autistic spectrum students that I am currently intern
teaching in. The focus of the unit is making healthy choices to maintain a healthy/happy body.
There is a series of lessons on sugar content in beverages and different types of food. The
students will learn to read the nutrition labels of packages for serving size and amount of
sugar. They will take this information and compare the sugar content to other like items and
make the healthier choice. Students will learn that fruits and vegetables have natural sugar and
that natural sugar is healthier to eat than added sugar which is found in almost everything.
Students will learn the difference between fruits and vegetables and be able to name them
and their characteristics. The end of the unit will focus on how physical activity, food and
music affect their moods and healthy bodies. Students will participate in experiments that
incorporate listening to different types of music and performing certain physical activities. To
show what theyve learned, students will write and film a P.S.A for healthy bodies.
3. What is (are) the academic learning goal(s) for this unit of study?
Students will share their ideas and opinions about the benefits of a balanced diet orally
and through writing.
Students will learn to read and gain knowledge from a nutrition label
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Students will demonstrate safe movement, follow directions, and demonstrate

sportsmanship
Students will participate in rhythmic group activities
Students will be able to describe how self-knowledge of their mental health and
physical wellness can help keep their whole bodies healthy.
Class Information
Age range of students: 6-8___________
Number of male students: 4________
Total number of students: 4_________
Number of female students: 0______
B. Student Characteristics
Linguistic Background
1. What information that may influence instruction do you want to learn about your
students?
I want to know each students primary language and if they are literate in their native
language. I would also like to know their CELDT levels and how long the student has been
learning English. It will also benefit me to know if their parents speak English, or a
combination of English and their native language.
2. How will you learn about your students? Describe the methods you will use and why
you have chosen to use those particular methods.
I will look in the students cumulative folder because they include past CELDT scores. This
information will help me understand their English acquisition level. Since all of my students
have IEPs, it will be listed if a translator needed to be present for parent participation. I
would then speak with the students previous teacher if available, because they will be able
to tell me what accommodations and modifications were effective and not so effective with
the student. Lastly, I would conduct an interview with the student to determine the parents
language abilities. This process would be a model, so the students can then interview their
parents at home, to provide me with culture information.
3. How will you use this information in planning academic instruction in your selected
content area?
Knowing how literate my student is in their native language as well as how far along their
English acquisition is will guide my instruction, for example adjusting my speech rate for a
slower input process. Knowing the students strengths and difficulties in advance will allow
me to plan adaptations and know which scaffolding techniques to provide such as,
providing relia, an abundance of visual representations, how to group the student and how
to effectively teach new vocabulary.
Academic Language Abilities, Content Knowledge, and Skills
students?
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Skills- For the second grade students in my special day class, I would want to know if they
have learned and practiced how to gain information from a text. I would also like to know if
they are able to be leaders in the classroom who can help younger or less skilled students.
Language ability- I would want to know if my students are able to express their ideas
verbally using academic language. I would be concerned with their strengths and
weaknesses with learning new vocabulary.
Content knowledge- I would like to speak with the students so they can express their
familiarity with the health strand. It will benefit me to learn what type of intelligences they
possess regarding their preferences of learning style.
To obtain the information about my students, I would first look through the student files that
have student work samples, teacher anecdotal notes and previous report card commentary. I
would then meet with their former teachers. Lastly, I would reflect on past lessons. Were
they able to gain information from text, help others and express their ideas? If they could,
what did I do as a teacher to help them be successful, if not, what should I have done to help
them be successful.
I chose the first two methods because it is always a good idea to review the previous
teaching process of the teacher who previously taught this student. From this I would gain
an insight to the students abilities, strengths, weaknesses, preferred learning styles and
modalities.
The reflection piece is very important to me as a teacher. I want to analyze what did and did
not go well for my students and for me. The information gained from this will strengthen
my teaching because I am always correcting my teaching mistakes to better serve the
students learning.
content area?
If I am aware of the students who do not have the ability to gain information and use
academic language to express their ideas about the health content, I can plan extra
instruction that reviews or reteaches working in a group, how to use academic vocabulary,
using highlighters and graphic organizers to capture the main idea and supporting details in
a text.
Physical, Social, and Emotional Development
students?
Knowing that I teach at a school were students have many mental health challenges, I
would want to know how many students have depression, ADHD, emotional disturbances,
who is on the autism spectrum and how well they work as a group. My instruction will
benefit from knowing if know of any students have handicaps, and especially allergies since
this is a unit around food.
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To gain this information I would read the students cumulative files in the office, consult
with their former teachers, psychologist, school nurse and other special education service
providers. I would also want to know the parents perspective of their students social,
emotional and physical development.
I have chosen these methods because just reading the file is not going to give me the true
breadth of the students. Speaking with the parents and staff members who know the student
on many different levels, they will be able to tell me the signs and triggers to look out for
and how to handle emotional outburst.
content area?
The information about each students social, emotional and physical developmental styles
will aide me in making the classroom environment safe, welcoming and comfortable for
each of the students. By accomplishing this and supporting the students, learning has a
higher chance of occurring.
For the sake of this unit, knowing students triggers will help me to focus on each of their
coping methods. One focuses of the unit is to learn what music, physical activities and
healthy foods improve our moods so we can have happy, healthy bodies.
Cultural and Health Considerations
students?
Cultural- It is important to know if the students have any religious beliefs or culture
traditions that may be at odds with the health curriculum.
Health- I want to know of any physical handicaps, eating habits and food restrictions that
may show up in class and affect the students ability to participate in the unit.
I would learn this through parent surveys sent at the beginning of the year, class
discussions, and lessons on community and family. I sent a survey to the parents because
they are the experts on their family and their child and can provide reliable information. I
also think it is important to gauge what the students know about their own cultures and
families. How they internalize their beliefs will come across in the classroom.
content area?
This information is very important because it is something that you cant anticipate and
never want to assume. By knowing where students and their families stand I can be even
more sensitive to their beliefs by not exposing students to unwanted things, but I can also be
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even more inclusive and have the student and their families culture reflected in the
classroom.
Interests and Aspirations

students?
I would want to know what are their favorite and least favorite food, music, physical
activity, subject and way to learn. Do they participate in any extracurricular activities? What
interest do they have? What do they aspire to be when they get older? What is the most
important thing to them?
I would learn the answers to these questions through student surveys, student interviews,
and lessons on getting to know each other and by spending quality time with each of my
students.
I chose these methods because most of them happen in the beginning of the school year and
learning the information will give students the opportunity to express themselves. Spending
quality time with each student makes them feel safe, welcomed and cared for.
content area?
Getting to know the students is the best part of my job. Knowing what hobbies, interests,
aspirations and preferred learning style each student has will allow me to design instruction
and lessons tailored to them. I can select texts, materials, and activities that they will be
interested and involved in.
Step 2: Learning about Two Focus Students

Directions:
Select two focus students from the class you identified in Step 1. Select one student who is an
English learner and one student who presents a different instructional challenge. Use some of the
methods you described in Step 1 to learn about these two students. Consider your selected
content area and subject matter when describing what you learned about the two focus students.
Complete the section below. In each box below include:
a description of what you learned about each of the students
an explanation of how the information will influence your academic instructional planning.
Note: Single subject candidates for a credential in Languages Other Than English who are
delivering instruction entirely in the target language may choose another student with a different
instructional challenge rather than an English learner.
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Student 1: An English learner

Gender: Male______
Age: 8_____________
1. Why did you select this student?
I am a special education intern, in a special day class with four male students. The students
have Emotional Disturbance, Other Health Impairments (ADHD, Depression), Specific
Learning Disabilities and are on the Autism Spectrum. My only English learner has been
diagnosed with a Specific Learning Disability and ADHD. He is currently being assessed for
Autism. I chose him since he is to only student I have who has been rated on the CELDT and
I am interested in learning more about him and his challenges in the classroom.
His current overall CELDT performance level is 1-Beginning. I found it helpful to also look
at his performance level in each domain; Listening 4-Early Advanced, Speaking 5Advanced, Reading 1-Beginning and Writing 1-Beginning. This student enjoys being at
school, but has low confidence in his academic abilities. This hinders his ability to start
work. Regardless of the level of difficulty, he often protests and exclaims that he was never
taught how to read, write or do math. Although this student is in the second grade, most of
his academic levels are at a beginning to middle of first grade.
2. What did you learn about this students linguistic background?
According to the home language survey, Spanish is his native language and the only
language spoken at home. This student is not a proficient reader or writer in his primary
language. From what I see in the classroom, he can only read and write in English.
This students mother is in the process of learning English, but Spanish is the language she
relies on for communication.
3. What did you learn about this students academic language abilities in relation to this
academic content area?
This student, when compliant, functions in the classroom well. He speaks English to express
his thoughts well, and is able to listen for details. He can read instructional level text with
encouragement, when writing and reading he is able to sound out unfamiliar CVC and
CCVC words. Building his vocabulary and comprehension skills are of focus to me as his
teacher. Although this student does have much strength, he is often very slow in producing
academic work. His previous teacher said that he is able to grasp new concepts after repeated
instruction. He is able to use learned academic language to express his ideas and opinions.
4. What did you learn about this students content knowledge and skills in this subject
matter?
I learned that this student prefers to learn things by doing them. He feels that being healthy
means that you are not sick and you dont eat a lot of sugar. Although he knows that exercise
is important to health, he does not like partaking in physical activity a lot of the time.
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This student does have difficulty when content areas merge, meaning when he has to do
math during science, or read during social studies.
5. What did you learn about this students physical, social and emotional development
relevant to this academic content area?
This student is extremely friendly and compassionate. If someone in class is hurt or sad, this
student is the first one to offer them care. He repeatedly forgives other students that may
abuse his friendship. However, he can become exceptionally angry when he does not want to
do work or someone touches his personal space. He may throw things on the ground, scream
with a very high pitch, attempt to bite & scratch others and refuse to do whatever is being
asked.
His physical abilities are limited. He can participate is group activities, but often becomes
tired and takes several breaks.
6. What did you learn about this students cultural background, including family and home
This student comes from a one-parent, low income, Latino home. They have a Catholic
family with moderately conservative ideals. In his culture it is common for the men in the
house to be catered to by the women. In his house he is often the only male figure, so he is
able to receive whatever may want for if his mother has the means to give him. His mother
told me that she does not like him playing outside with other kids due to his temper, because
of this he spends most of his free time watching TV.
7. What did you learn about this students special considerations, including health issues
This student does have a Specific Learning Disability in reading, as well as ADHD. I believe
he also has difficulties with visual processing. He often cannot make sense of text that is
close together. To aid with this he will box out important words, letters or numbers when
completing work.
His eating habits are of concern to me and his mother. He will often request to eat any and all
leftovers. At school he is not given extra food, but at home he is. If there is a sugar option to
eat, such as syrup, he will try to sneak extra and soak all of his food in it. In his health
screening, this students weight was classified.
8. What did you learn about this students interests and aspirations relevant to this
This student is very creative, when left unattended he can be found building marble tracks,
collecting small items and playing with string. He enjoys making robots and kites out of any
material he can find in the classroom or on the playground. When asked, he responded that
he wants to be a scientist that builds robots when he grows up. Science experiments are his
favorite school subject. His preferred style of learning is through experiments and when the
room is very, very quiet.
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9. Describe other information relevant to this academic content area that you learned about
the student (e.g., attendance, extracurricular activities).
His school attendance has been very good. He has only been absent due to bus issues and
extreme illness. He rarely does homework and has no extracurricular activities.
Student 2: A Student Who Presents a Different Instructional

Challenge
Gender: Male______
Age: 6-11__________
1. Why did you select this student?
This student is in the first grade. He has an IEP for his combative, defiant, and noncompliant behaviors (related to Emotional Disturbance) impede his ability to successfully
participate in age appropriate activities and curriculum. He has been diagnosed with
Emotional Disturbance, ADHD, Depression and Asthma.
Although every student in my special day class and the majority of the students in my school
has Emotional Disturbance, this student in a particular takes extra modifications to the
curriculum. He is the youngest student in the classroom. All of his academic skills are at
beginning to mid-kindergarten level. This is why I selected him as my focus student who
presents a different instructional challenge.
2. How is the instructional challenge that he or she presents different from that of the other
student?
This student differs from my ELL student because he cannot read. His letter name and sound
identification are very poor. He does not know how to spell his name Math is his stronger
area. Although he can count, add and subtract (with manipulatives) he inconsistently
identifies the visual representation of numbers. His hand writing and drawing are extremely
hard to make sense of. He is receiving occupational services. In his most recent IEP meeting,
his parents and I expressed concerned with the time it has taken him to make the academic
gains that he has.
3. What did you learn about this students linguistic background?
He is a native English speaker who speaks English exclusively in the home. He does have
difficulties with expressive language and articulation. Most of his speech is to meet his
needs, to combat or to engage with peers. His language is characterized by short, simple
phrases that lack use of varied pronouns and articles expected from a student his age.
4. What did you learn about this students academic language abilities in relation to this
This student has the ability to used learned academic language to share his thoughts when
there is ample scaffolding such as sentence starters and one-on-one conversations. With
review and hands on learning he can use vocabulary words in his own sentences.
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5. What did you learn about this students content knowledge and skills in this subject
matter?
He knows the names of fruits and vegetables that he enjoys eating. He has much knowledge
in physical activities and music. When he feels safe and supported, he can lead physical
group activities. This student prefers to learn through movement.
6. What did you learn about this students physical, social and emotional development
Through conversations with his parents, previous teachers, wrap around service providers,
reviewing his cumulative file and observation, I found that he is quite immature, overly
active, has a short attention span, and can be destructive with objects. At times he can be
withdrawn when choosing not to participate. He is surprised when he does not get his way
and may sulk or pull away. On occasion he may get very upset and tantrum. He requires a
significant amount of support to stay engage or to stay out of conflicts. However, there are
times when he is happy and very much wants to be part of the group.
7. What did you learn about this students cultural background, including family and home
He comes from a very Christian African-American house hold. He is currently being raised
by his supportive, elderly grandmother because his mother is incarcerated and his father is
not around. He has several brothers and cousins that interact with him often.
8. What did you learn about this students special considerations, including health issues
At home, and at school, this student rarely eats. Food items that he finds appealing one day,
will disgust him the next. His grandmother believes this may be due to the medication he is
on. She is consistently trying to make sure that he has eaten enough. She has expressed
discomfort with his medications and has difficulty administering them some mornings
9. What did you learn about this students interest and aspirations relevant to this academic
content area?
This student highly enjoys gymnastics, music, dancing, running around fast, putting together
puzzles, playing memory games and building with blocks. Through observation I noticed
that he often smells items that come in contact with his hands. When he grows up, this
student wants to be a break dancer.
10. Describe other information, relevant to this academic content area that you learned
about the student (e.g., attendance, extracurricular activities).
Outside of school this student regularly attends church. He is on a soccer and football team.
He misses school about twice a month due to his or his grandmothers doctors
appointments.
Step 3: Planning for Academic Instruction for the Whole Class

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Directions:
Consider your academic content selection in Step 1 and what would you want the students to
learn. As you begin to think about a lesson that falls within the selected unit of study, respond to
the questions below about your plan for academic instruction for the whole class.
1. At what point in the sequence of the unit is this lesson? Put an X next to one:
_______At the beginning of the unit of study
X_____Between the beginning and the end of the unit of study
_______At the end of the unit of study
2. List the state-adopted academic content standard(s) or state-adopted framework you will
address in the lesson.
CA-California Common Core State Standards (2012)
Technical Subjects
Grade: Grade 2 students:
Strand: Speaking and Listening
Domain: Comprehensions and Collaboration
Standard: 2. Recount or describe key ideas or details from a text read aloud or information
presented orally or through other media.
Indicator: 1.a. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful
ways, listen to others with care, speaking one at a time about the topics and texts under
discussion).
Indicator: 1.b. Build on others talk in conversations by linking their comments to the
remarks of others.
Indicator: 1.c. Ask for clarification and further explanation as needed about the topics and
texts under discussion.
CA-California K-12 Academic Content Standards
Subject: Health
Grade: Grade Two
Area: Nutrition and Physical Activity
Content Standard: Standard 6: Goal Setting All students will demonstrate the ability to use
goal-setting skills to enhance health.
Knowledge: 6.1.N Set a short-term goal to choose healthy foods for snacks and meals.
3. What is (are) your academic learning goal(s)? What specifically do you expect students
to know or be able to do as a result of the lesson?
The students will be able tell the group the difference between and sort fruits and
vegetables.
The students will be able to explain why eating fruits and vegetables is a healthy
choice.
The students will be able to make a healthy snack food goal and add it to their body
outlines.
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4. How is (are) your academic learning goal(s) related to the state-adopted academic
content standards or state-adopted framework?
The first academic learning goal, Students will be able tell the group the difference between
and sort fruits and vegetables, is related to the common core standard that addresses
listening and speaking. For students to be able to complete this goal, they will need to
practice gaining the floor respectfully, speaking one at a time, listening to others with can
and staying on topic.
The second and third learning goals reflect the California health content standard. Students
will have to learn why fruits and vegetables make healthy snack food options. They will then
decide which fruit or vegetable they want to set a goal to eat more of during snack time of
that week. When this decision is made they will add the snack to their body outlines.
5. How will the content of the lesson build on what the students already know and are able
to do?
For Red Ribbon Week, my K-2 special day class is focusing on making healthy choices. This
lesson comes after a series of lessons on sugar content in beverages and different types of
food. The students already know how to read the labels of packages for serving size and
amount of sugar. They can then take this information and compare the sugar content to other
like items and make the healthier choice. Students also know that fruits and vegetables have
natural sugar and that natural sugar is healthier to eat than added sugar.
6. How will the content of the lesson connect to the content of preceding and subsequent
lessons?
In the preceding days students learned about added and natural sugars. They learned and
practiced reading nutrition labels. Students have also created an outline of their bodies where
they will collect all of their chosen healthy choices. After this lesson, the subsequent lessons
will focus on how physical activity, food and music affect their moods and healthy bodies.
Students will then write and film a P.S.A. for healthy bodies.
7. What difficulties do you anticipate students could have with the lesson content and why
do you think these difficulties might arise?
I anticipate that students could have difficulty with identifying fruits and vegetables. I think
this because not every student has been exposed to a variety of fruits and vegetables. I also
feel that some students will be confused with items that may normally be classified as a
vegetable but are truly fruits because they have seeds within them.
In regards to speaking and listening, I think students will have difficulty with respectfully
gaining the floor, listening to others with care and staying on topic. This is anticipated
because our class has been continuously working on these very items. Some students will
have difficulty using the graphic organizer.
8. What evidence will you collect during the lesson or at the end of the lesson that will show
the extent to which the students have learned what you intended?
During the lesson I will check for understanding by informally assessing the entire class.
This will be done by monitoring student responses, their personal results on the white board
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sort and if they can list at least two properties of fruit and vegetables. During think-pairshares, I will walk the around the room and asking each student about their personal goal
they are setting for the week. The written healthy snack food goal that will be placed on the
students body outline will also be the evidence of learning that will be collected.
9. Think about how you will sequence your instruction of the academic content to be
covered in this lesson. Describe your plan for instruction in the order in which it will be
implemented. Address each of the following prompts and provide a rationale for each of
your decisions:
Communicating the academic learning goal(s) to the students
Instruction Plan
I am going to hook the students by reading
Our Important Bodies poem we wrote as a
class the day before. I will read for a second
time as students choral read. Students will
then, in pairs, share their individual poems
that they wrote for homework the night
before. After partner reading, I will ask for
students to share the most important thing
about their partners body. Then I will
introduce the academic learning goals by
saying, For our bodies to continue to do all
of the things that we find important about it,
we have to take good care of our bodies.
Today we are going to learn how to tell the
difference between fruits and vegetables, be
able to sort them and then set a goal for the
week. That goal is going to include a fruit or
vegetable that you want to eat more of during
snack time so our bodies can stay healthy
and important.
Rationale
I chose to open the lesson this way because it
ties todays lesson to the prior lesson. It
engages the students by having them share
why they feel their bodies are important.
Having partner talk and share out, relives the
pressure of talking about ones self in front of
the whole class. It also gives English
Learners an opportunity to hear their peers
speak English and practice speaking.
If this hook is successful, students will be
interested in accomplishing the stated
learning goals.
Instructional strategies
Instruction Plan
1.
With students at their desks, I will
place the class Our Important Bodies
poem on the dock camera as I read.
2.
I will read the poem again, while
students choral read with me.
3.
I will instruct students to read their
My Important Body poems to their
partners. After a partner has read, the
other student will have to ask a follow up
question using a sentence starter, such as,
Why is ___ the most important thing
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Rationale
2. Choral reading provides a model of
fluent reading and gives less skilled
readers practice.
3. Reading the poems connects todays
lesson with the previous. If they
remember why they feel their bodies
are important, theyll be more
inclined to make a goal to keep it
healthy.
4. Sharing in groups makes it possible
for each student to be heard and have
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about your body?
4.
After both partners have shared,
students will be invited to share the most
important thing about their partners
body.
5.
Introduce the academic learning goals
for the lesson and what they will be
adding to their body outlines at the end of
the lesson.
6.
Next, on the power-point is a K-W-L
chart that is titled Fruits and
Vegetables. Together the class answers
what they know and what they want to
know about fruits and vegetables. I will
capture their responses on the displayed
screen.
7.
I will ask the students to name some
fruits and vegetables that they know. I
will model and think- aloud as I recall
two vegetables that Ive eaten for dinner
and two fruits that Ive eaten while on
vacation. I will capture everyones
thoughts on a separate chart.
8.
Then I will play a video that
describes the characteristics of fruits and
vegetables. Students will be sitting in
groups of two. On the student copy of KW-L, my aide and I will capture what
newly learned characteristics of fruits and
vegetables.
9.
When the video is complete, I will
ask the whole class what they found
interesting or weird. I will add this to our
class K-W-L chart.
10.
I will then ask the two groups to
share some of the characteristics that they
saw in the video and wrote on their
charts. I will add these responses to our
class chart.
11.
Using the E-Beam interactive white
board, students will take turns sorting
first a fruit then a vegetable. If the wrong
type is selected you wont be able to see
the food. When a student correctly sorts
the food, I will ask them what makes ___
a fruit or a vegetable and what are some
of its characteristics?
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time to discuss their thoughts.
5. K-W-L charts activate students prior
knowledge and set a purpose for the
topic.
6. By answering questions first, I am
modeling the expectation.
7. Having student K-W-L charts during
the video gives students a purpose to
participate and engage.
8. My students enjoy talking about what
they weird, this question will engage
them and allow me to see if they
understood the video.
9. The share out gives more purpose to
the groups K-W-L chart.
10. The sort is an informal assessment
and helps retain their newly learned
information. Doing the sort on the EBeam immediately engages all of my
students.
12. It is important for me to remind them
that just like we have education goals,
we can make goals four our bodies.
13. Sharing my pledge with them models
the expectation.
14. Sentence starters give them structure
for their responses.
15. Their outline bodies are a cumulative
art portfolio of what they learn during
the unit.
16. The ending video is a fun engaging
way to end the lesson.
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12.
Once everyone has gone and they

name a few characteristics. I will
introduce the concept of setting a goal for
eating more a certain type of fruit and
vegetable during snack time.
13.
There is a slide in the power point
that shows a large amount of fruits and
vegetables that are easily accessible to us
during this time of year. This will be used
for students identify the fruits and
vegetables that they want as part of their
snack goal.
14.
I will initiate this process by
modeling and think aloud.
a.
I will pledge to eat more
carrots because I always bring a fruit
from home for lunch and snack.
There are plenty of carrots offered
by the school and I want to set a goal
to one bag of carrots during snack
time. So I will then circle the carrots
on the interactive board in my
predetermined color.
15. After giving students ample wait time to
think of what they want to eat during
snack time. I will give the students an
oral and written sentence starter to use
while they present and circle their
selection.
16. After the goal selection has been made
students will take a colorful piece of
paper that matches the food they chose,
write the name and how long they are
going to try to eat it. These will be added
to their outline bodies along with pictures
of the food item.
17. The lesson will end with watching a 100
second long video of a dog balancing 100
different kinds of fruits and vegetables.
The prompt before watching the video is
to call out as many names of the fruits
and vegetables that you can.
Student activities
Instruction Plan
1. Sitting at their desks, students will listen
to me read the class Our Important
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Rationale
2. Students will practice fluent reading
through choral reading.
15

Bodies poem on the dock camera as I
read.
2. Students will choral read the poem with
me.
3. Students to read their My Important
Body poems to their partners. After a
partner has read, the other student will
have to ask a follow up question using a
sentence starter, such as, Why is ___ the
most important thing about your body?
4. Students will share the most important
thing about their partners body
5. Together the class answers what they
know and what they want to know about
fruits and vegetables.
6. Students will name some fruits and
vegetables that they know.
7. Moving to the front of the room students
will watch a video that describes the
characteristics of fruits and vegetables. In
groups of two and with help from adult,
students will write newly learned
characteristics of fruits and vegetables on
their K-W-L chart.
8. Students will share out what they found
interesting or weird.
9. In their groups, students will share some
of the characteristics that they saw in the
video and wrote on their charts.
10. Using the E-Beam interactive white
board, students will take turns sorting
first a fruit then a vegetable. They will
explain what makes ___ a fruit or a
vegetable and what are some of its
characteristics?
11. With an oral and written sentence starter
students will present and circle (in their
predetermined color) the fruit and/or
vegetable they are going to eat more of
12. Students will take a colorful piece of
paper that matches the food they chose,
write the name and how long they are
setting their goal to eat more of it.
13. Students will watch the dog balancing
video and call out as many names of the
fruits and vegetables that they can.
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3. Students get to practice reading and
talking about themselves
appropriately.
4. In the group they have to practice
their speaking and listening skills.
5. The K-W-L chart taps their prior
knowledge.
6. Naming the fruits and vegetables that
they know, shows them how much
they already know
7. Moving every 6-8 minutes helps
keeps their brains engaged in higher
order thinking.
8. Sharing what they found to be weird
is motivation to pay attention.
9. Adding to their K-W-L chart gives
the lesson purpose
10. Technology engages them
11. Circling the food item for their goal
gives them time to think and makes it
easier to copy/write down.
12. Adding their goal to their body
outline is the goal of the lesson
13. The video will be funny to the
students.
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Student grouping
Instruction Plan
The majority of the lesson is presented to the
whole group
During the whole group students work in
partners.
There are many appropriate opportunities for
students to mover their bodies, and to
respond were provided.
Rationale
I try to have students move or interact at least
every six minutes. This helps to increase
engagement and higher order thinking skills
Materials, technology, and/or resources, including the use of instructional aides, parents, or other
adults in the room
Instruction Plan
Document camera
Projector
Computer
E-Beam interactive white board
Power Point presentation on fruits and
vegetables
Videos
o Characteristics of fruits and vegetables
o Dog balancing fruits and vegetables.
K-W-L chart
Student K-W-L graphic organizer
Running chart of names of fruits and
vegetables
Student body outlines
Colored construction paper
White board markers
Pencils
Class, Our Important Bodies poem
Student, My Important Body poem
Rationale
Most listed materials and resources are
standard classroom items (ex. Books,
dictionaries, paper, pen, etc,). Special
technological resources are needed to aid
students in the contextualization aspect of the
days lesson.
Progress monitoring of student learning

Instruction Plan
Checking for understanding throughout
the lesson by:
o Looking in their eyes. If it seems it
doesnt make sense, Ill rephrase it a
different way
o Walking around listening to partner
talk
o Gauging if students can sort fruits and
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Rationale
The progress monitoring is designed at
several points throughout the lesson to allow
the teacher to continually check for
understanding before moving on the next
segment of instruction. Students will have
the opportunity to voice their questions and
the teacher will be able to assess the
effectiveness of the instructional plan based
17

vegetables
o Can students name 2 characteristics
of a fruit and vegetable
o Can students explain the difference
between fruits and vegetables
o Can students make set a goal for
snack and circle the correct food
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upon students concerns and quality of the
work they have produced.
10. Given the difficulties you anticipate students could have with the content, what
additional steps would you take to foster access and comprehension for all students?
Whole Class: Behavior challenges are the number one anticipation that I have for my
students. This challenge consistently affects the access and comprehension for all students.
The following steps are what I will take to foster access content.
Review class agreements, expected and unexpected behaviors before and during the lesson
Provide ample positive reinforcement and feedback
Utilize the class and individual rewards for expected behavior
For a Specific Challenging Student: This is student can be extremely hyper, especially
when he doesnt understand what is expected of him, if he is one stop for a period of time or
if the material is to far above his level. For this student I will take the following steps to
foster his access to the content
Myself or an aide sits with him one-on-one to assist with focus and writing
Using the E-Beam interactive white board brings him in and he becomes hyper
focused
Moving the sitting arrangements allows him to move his body
Using a t-stool instead of a conventional chair
Review class agreements, expected and unexpected behaviors before and during the
lesson
Provide ample positive reinforcement and feedback
Utilize the class and individual rewards for expected behavior
11. How would you share the results of student academic learning with students and
families?
At the end of the lesson I will be sending home a pledge letter that explains the healthy goal
that their child took today. I will encourage parents/guardians to make a pledge of their own
and sign off that they support their childs goal
Step 4: Lesson Adaptations for the Two Focus Students

Directions:
Consider what you have learned about the two focus students in Step 2, along with the
implications for instruction that you identified for each of them. For the two students, determine
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what adaptations you will make to this lesson you have planned for the whole class. Describe
those adaptations for each of the two focus students. If you determine that no adaptations are
needed for a part of the plan for instruction, indicate and explain that decision. In each box below,
include:
Your decisions about lesson adaptations
A rationale for those decisions
Student 1: An English Learner

1. Academic learning goal(s) or your expectations of what the student should know or be
able to do as a result of this lesson
Decision:
The ELL will be able tell the group the difference between and sort fruits and vegetables.
He will be able to explain why eating fruits and vegetables is a healthy choice.
He will then be able to add their healthy snack food goal to their body outlines.
Rationale:
The academic learning goals for my ELL student are the same as the entire class. This is
because these expectations are realistic and attainable with his current skill set.
2. Evidence of student learning you will collect during the lesson and/or at the end of the
lesson
Decision: I will physically be collecting his written healthy snack food goal that will be
placed on his body outline. Throughout the lesson I will constantly be checking in with the
ELL student for his understanding. I will do this by looking in his eyes, to see if he
comprehends what is being asked of him after appropriate wait time. I will monitor hid
responses, his personal results on the white board sort and if he can list at least two
properties of fruit and vegetables. Before asking him to perform in front of the whole class, I
will make sure that he can answer the questions one-on-one. For example, during think-pairshares, I will sit in on his group and ask each student about their personal goal they are
setting for the week.
Rationale: It is very important for me to consistently check for understanding with this
student because I have to be able to gauge if the verbal and oral descriptions of the rules and
health concepts are making sense. Based on the feedback that I received from him during the
informal assessments, I will be able to modify my current instruction. By collecting his
healthy snack food goal, I will be able to see if he achieved the academic learning goal.
3. Communicating the academic learning goal(s) and/or expectations to the student
Decision: The directions and goals are presented on the board and/or PowerPoint with
corresponding pictures. I orally explain the learning goal and expectation to my ELL student,
give him wait time to process, ask him what that goal or expectation look might like to him.
After giving him time to think of the question and his response, I have him share his idea to a
partner, and then the two of them will share out their responses. We then discuss and clarify
any misconceptions as a whole group.
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Rationale: Pictures accompanies the direction because typical students at a CELDT level 1
can match and sort pictures. It is important for me to give him ample amount of time to
participate in listening activities with pictures. There is more discussion in English than
would normally be beneficial to CELDT level 1 students; however this is great practice for
this particular student. Through previous informal assessments conducted in the classroom, it
is clear that he is capable of processing verbal request; perform higher level thinking to
produce a personalized response to the request.
4. Instructional strategies
Adaptations: The bolded texts are the adaptations that I will be making for my ELL student
during the planned lesson.
1. Meet with student to review the previous sugar lesson and when we watched the video
about fruits and vegetables in Spanish. Preview this lesson by choral reading the
group body poem, and his personal body poem. Well discuss what the most
important thing about his body. I will present the academic learning goals and
expectations. Ill tell him that his job will be to find out whats the most important
thing about his partners body is and to think of what the expectations look like.
2.
Before starting with this lesson, I will introduce the goals and have students describe
expected expectations
3.
With students at their desks, I will place the class Our Important Bodies poem on the
dock camera as I read.
4.
I will read the poem again, while students choral read with me.
5.
I will instruct students to read their My Important Body poems to their partners. After a
partner has read, the other student will have to ask a follow up question using a sentence
starter, such as, Why is ___ the most important thing about your body? I will be checking in
on his group offering support while he recites his poem. I will then ask him about his
partners response and if he is ready to share with the whole class.
6.
After both partners have shared, students will be invited to share the most important thing
about their partners body. When it is his turn to share, if needed, I will provide the
following starter, The most important thing about ___s body is ___.
7.
Next, on the power-point is a K-W-L chart that is titled Fruits and Vegetables. Together
the class answers what they know and what they want to know about fruits and vegetables. I
will capture their responses on the displayed screen. When speaking bout fruits and
vegetables, I will also use their Spanish equivalents, la fruta and el vegetal. He will be
allowed to answer in Spanish.
8.
I will ask the students to name some fruits and vegetables that they know. I will model and
think- aloud as I recall two vegetables that Ive eaten for dinner and two fruits that Ive eaten
while on vacation. I will capture everyones thoughts on a separate chart. . When speaking
bout fruits and vegetables, I will also use their Spanish equivalents, la fruta and el
vegetal. He will be allowed to answer in Spanish.
9.
Then I will play a video that describes the characteristics of fruits and vegetables. Students
will be sitting in groups of two. On the student copy of K-W-L, my aide and I will capture
what newly learned characteristics of fruits and vegetables. The day before, my ELL student
watched a similar video in Spanish. This will support him by giving him background
knowledge to connect this lessons video to. Since writing is a difficulty for him, he will be
able to dictate his ideas in English or Spanish.
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10.
When the video is complete, I will ask the whole class what they found interesting or
weird. I will add this to our class K-W-L chart.
11.
I will then ask the two groups to share some of the characteristics that they saw in the
video and wrote on their charts. I will add these responses to our class chart. He will be given
a verbalized sentence starter from me, to express his groups responses.
12.
Using the E-Beam interactive white board, students will take turns sorting first a fruit then
a vegetable. If the wrong type is selected you wont be able to see the food. When a student
correctly sorts the food, I will ask them what makes ___ a fruit or a vegetable and what are
some of its characteristics? Before having him come up and say a characteristic, I will ask
the class to list a few, and then have him repeat. When he circles a food type, I will ask
him for the Spanish name of the food.
13.
Once everyone has gone and they name a few characteristics. I will introduce the concept
of setting a goal for eating more a certain type of fruit and vegetable during snack time. Oneon-one, I will relate goal setting to his personal English accusation goal that we regularly
monitor together.
14.
There is a slide in the power point that shows a large amount of fruits and vegetables that
are easily accessible to us during this time of year. This will be used for students identify the
fruits and vegetables that they want as part of their snack goal.
15.
I will initiate this process by modeling and think aloud.
a.
I will pledge to eat more carrots because I always bring a fruit from home for
lunch and snack. There are plenty of carrots offered by the school and I want to set a goal
to one bag of carrots during snack time. So I will then circle the carrots on the interactive
board in my predetermined color.
16.
After giving students ample wait time to think of what they want to eat during snack time.
I will give the students an oral and written sentence starter to use while they present and circle
their selection.
17.
After the goal selection has been made students will take a colorful piece of paper that
matches the food they chose, write the name and how long they are going to try to eat it. These
will be added to their outline bodies along with pictures of the food item.
18.
The lesson will end with watching a 100 second long video of a dog balancing 100
different kinds of fruits and vegetables. The prompt before watching the video is to call out as
many names of the fruits and vegetables that you can.
Rationale:
This lesson originally had scaffolds to accommodate the array of learning needs in my
special day K-2 class. The extra accommodations given to my ELL student will allow him
the needed time to process the information in his native language, and access the content
standards. There is more discussion in English than would normally be beneficial to CELDT
level 1 students; however this is great practice for this particular student. His language
strength is in listening and speaking, so allowing him to speak in front of the class not only
lets him practice using English, but shows him that he is capable. Hopefully this builds his
academic confidence. Through previous informal assessments conducted in the classroom, it
is clear that he is capable of processing verbal request; perform higher level thinking to
produce a personalized response to the request.
5. Student activities
Decision:
1. Meet with teacher to review past lesson and preview upcoming lesson
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2. Before lesson starts, student tells the teacher what the upcoming expectations will look
like
3. In a whole group, student will share one of his visual expectations.
4. Sitting at their desks, students will listen to me read the class Our Important Bodies poem on
the dock camera as I read. He will follow along with a copy that was printed and given to
him earlier. This was the copy that was used during the student-teacher review &
preview session.
5. Students will choral read the poem with me. He has already practiced choral reading with
the teacher earlier.
6. Students to read their My Important Body poems to their partners. After a partner has read,
the other student will have to ask a follow up question using a sentence starter, such as, Why
is ___ the most important thing about your body? With teacher support, this student will be
able to have an effective conversation with his partner.
7. Students will share the most important thing about their partners body. The ELL student is
doing this with the assistance of a sentence starter.
8. Together the class answers what they know and what they want to know about fruits and
vegetables.
9. Students will name some fruits and vegetables that they know.
10. Moving to the front of the room students will watch a video that describes the characteristics
of fruits and vegetables. In groups of two and with help from adult, students will write newly
learned characteristics of fruits and vegetables on their K-W-L chart. This student is paired
with a student that has stronger writing skills. This will help to lower his cognitive load.
11. Students will share out what they found interesting or weird. If the teacher gauged that he
has been having trouble articulating his thoughts, she will check in with him before the
share out. In the check in he will organize his thoughts and practice with a sentence
starter.
12. Students will watch a video that describes the characteristics of fruits and vegetables. Students
will be sitting in groups of two. On the student copy of K-W-L chart students will write down
the newly learned characteristics of fruits and vegetables. The ELL student will just have to
verbalize his learnings, since the goals of the lesson are to speak and listen, characterize
and sort, not write about the content at this point.
13. In their groups, students will share some of the characteristics that they saw in the video and
wrote on their charts. Use of a sentence starter if needed.
14. Using the E-Beam interactive white board, students will take turns sorting first a fruit then a
vegetable. They will explain what makes ___ a fruit or a vegetable and what are some of its
characteristics?
15. With an oral and written sentence starter students will present and circle (in their
predetermined color) the fruit and/or vegetable they are going to try to eat more of during the
week. He can use the Spanish or English name of the food.
16. Students will take a colorful piece of paper that matches the food they chose, write the name
and how long they are setting their goal to eat more of it. The names are written underneath
in Spanish and English, so he can copy the spelling
17. Students will watch the dog balancing video and call out as many names of the fruits and
vegetables that they can.
Rationale: The adaptations for this student support his language development. His language
strengths are in speaking and listening. To build on his strengths, he meets with me to go
over what the class will be discussing and what his expectations are. This front loading gives
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him opportunity to ask for specific help and prepare his cognitive load. Giving him several
opportunities to speak one-on-one with the teacher and his partner with sentence starters
allows him to practice academic language in a safe and supportive way.
6. Student grouping
Decision: My ELL student is based in a partnership with a student with stronger academic
language and writing skills. Their group is also being closely monitored by the teacher.
Rationale: This heterogeneous grouping strategy allows the student to hear and practice the
academic language with his partner. It is beneficial for his thought expression, because he is
not required to write on the groups K-W-L chart, his partner and the teacher can capture the
information. This lowers his cognitive and allows him to focus on meeting the academic
goals for the day.
7. Materials, technology, and/or resources, including the use of instructional aides, parents,
or other adults in the room
Decision: All of the current materials, technology and resources in the lesson are beneficial
to this student. I would add the materials needed for the pre-teach before the lesson. That
includes a Spanish video of fruits and vegetables. I would also need to add in the
corresponding Spanish vocabulary on the Power Point and on his groups graphic organizer.
Rationale: Adding the Spanish vocabulary and video will help to foster his language
development. I will be close by to provide one-on-one assistance if needed.
8. Progress monitoring of student learning
Decision: The progress monitoring of the whole class takes place during share outs and
partner work. For the ELL student, I will be meeting with him before share outs to see if he
can answer the question and if he needs a sentence starter.
Rationale: From experience with him I know that this check-ins is very important because
the students body language lets me know if he feels ready for the next step. If he is,
practicing the response with his partner and then with me, he will feel encouraged to share in
front of the whole class.
9. Sharing results of the student learning with the student and/or the family
Decision: I will share the results of his student learning by having a teacher-student conference
with him outside of class. In that conference we will review his progress, discuss his strengths and
weaknesses, as well as the effectiveness of the group work and my assistance. With his family, I
will make an adaptation by taking additional steps to reach out to them (phone calls, letters, and
conferences) to chart his success or lack thereof and constantly devise plans to reach semester
reading/writing/speaking/listening goals and advance him to the next CELDT level
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Rationale: By sharing his learning results with him, I am giving him ownership of his
learning. By meeting with him and his mother I am showing that we are equally committed
to furthering his academic success.
Student 2: A Student Who Presents a Different Instructional

Challenge
1. Academic learning goal(s) or your expectations of what the student should know or be
able to do as a result of this lesson
Decision:
The student who presents a different instructional challenge will be able to tell the group the
difference between and sort fruits and vegetables.
He will be able to explain why eating fruits and vegetables is a healthy choice.
He will then be able to add their healthy snack food goal to their body outlines.
Rationale:
The academic learning goals for my student with a different instructional challenge are the
same as the entire class. This is because with support, these expectations are realistic and
attainable with his current skill set. Watering down the content and my expectations would
serve him an injustice.
2. Evidence of student learning you will collect during the lesson and/or at the end of the
lesson
Decision: I will be monitoring his oral responses to questions. The electronic sort and
circling of the fruit/vegetable that he plans to make his goal will be collected, as well as his
personal graphic organizer.
Rationale: He has his own graphic organizer to help keep his brain and body in the group.
Since writing is an area of improvement for him, he is given ample amount of time to trace
correctly formed and spelled words. The teaching assistant writes his response and with
special pens he traces over the words with different colors. He then whispers the response
to the assistant, to himself and then the assistant to him through a pipe telephone.
3. Communicating the academic learning goal(s) and/or expectations to the student
Decision: The academic goals will be presented to this student and the rest of the class after
the hook (reading our body poems). However before the lesson starts and before each
movement of the lesson, I will orally state the expectations for their brains, bodies, voices
and attitudes. I will have him and his classmates repeat these expectations and show me what
that looks like.
Rationale: Since this student can be hyper and disruptive if he does not understand what is
expected of him, explicitly stating and having him show what the expectations look like
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gives him and I a basis to work off of. This will help lower his level of anxiety and keep him
on track.
4. Instructional strategies
Decision:
At the start of the lesson before movement during the lesson, I will orally state the
expectations for the students brain, body, voice and attitude. I will have him and his
classmates repeat these expectations and show me what that looks like.
While students are at their desk, this student will be sitting on a T-Stool
I will have him move from their desk, to their carpet squares in front of the white board.
During partner work, he will work with a similarly skilled student and the teaching
assistant.
After partner sessions at their desk I will have this student and the everyone else stand up
and do a gross motor activity that makes them cross the mid-line and helps them to
refocus.
Sentence starters and wait time will be given for every whole group response.
Rationale: There are two main adaptations for this student that address his
behavior/attention and his academic abilities. By adding in movement and explicit
expectation instruction, relieves the students anxiety. Having him paired with the teaching
assistant gives him the space to show what he knows and practice the writing skills he needs
to improve.
5. Student activities
Decision: With the adapted instructional strategies, this student will participate in all of the
student activities. The following are adoptions that will be made.
Before the lesson he will repeat the expectations and show me what they looks like.
During group work he will tell the teaching assistant what information to add to his
personal graphic organizer. The assistant will write his response and with special
pens he will trace over the words with different colors. He will then whisper the
response to the assistant, to himself and then the assistant to him through a pipe
telephone.
Rationale: This student has the cognitive ability to participate in all planned student
activities as long as he knows the expectations, his body has a physical outlet and his
cognitive load is managed. The adaptation with the assistant lets him express his knowledge,
practice his writing skills, and prepare his oral, whole group response.
6. Student grouping
Decision: He will be placed in a homogenous partnership. The student working with him
will require similar adaptations.
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Rationale: Both of the students in the group are not ready to learn in a group. Since they
require higher levels of similar adult support, it makes it easier to put them together and have
the aid work with both of them together. When I am not teaching the whole class or checking
in with the ELL student, I will assist with this group.
7. Materials, technology, and/or resources, including the use of instructional aides, parents,
or other adults in the room
Decision: All of the current materials, technology and resources in the lesson are beneficial
to this student. I would add the materials needed for the pre-teach before the lesson. I will
adapt and add the following materials:
-T-Stool
-Gel Pens
-Personal graphic organizer
-Continued assistance from the aide
Rationale: This student finds it difficult to sit in a regular chair without wiggling on his
desk. With the T-Stool, he focuses on staying centered and that helps with the distraction of
him moving on top of the desk. His personal graphic organizer is first filled out by the aide,
then he traces over the words with his special gel pens. The assistance from the aide gives
him access to the academic content standards.
8. Progress monitoring of student learning
Decision: I will check for understanding through walking around, looking in his eyes and
gauging his responses to questions. However, to personally monitor this students learning, I
would assess him individually. This would be done through conversations with him in his
group instead of publically to determine whether of not he has mastered the material. I will
also be asking him why he chose the goal he did.
Rationale: I am choosing to asses his learning individually because he can often shut down
or become a large behavior issue during whole group situations. By seeing if he has mastered
the material on an individual level and reviewing expectations, hopefully we can avoid
behaviors issues.
9. Sharing results of the student learning with the student and/or the family
Decision: As with the rest of the class, I will send home a pledge letter that explains the
healthy goal that their student took. I will explain how the parents can support this goal and
how they can make their own pledge. I will adapt the results for this student by meeting him
afterwards and telling him how he did or did not complete the work and how his behavior
was effected his completion. I will inform the family through a phone call and a note on his
daily contract.
Rationale: It is important to share his academic and behavior results with him because he
needs to see the fruits of his labor. With this knowledge he can have ownership and tell me
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what works and where he needs more help. Informing his grandmother allows us both to
brainstorm and praise him together. This shows that we all are working to better serve this
student.
Step 5: Reflection on Connecting Instructional Planning to Student

Characteristics
Directions:
Read your responses to the questions in Steps 1-4. Think about what you have learned by
completing this task, including the characteristics of the two focus students, your instructional
planning for the whole class, and your adaptations for the focus students. Respond to the
questions below:
1. What information that you collected for the whole class and/or for the two focus students
most influenced your planning for this lesson? In your response, describe how and why
the information was influential and why you found it to be so.
For both of my focus students, the information that I collected that most influenced my
instruction was their strengths, linguistic background and academic skills. Knowing where
they their strengths where allowed me to build on these areas. Too many times a day they
feel like they cant handle academic material, showcasing their strengths gives them
confidence. Showing off their strengths and knowing where they need extra support, I was
able to tailor the lesson to support their individual academic growth. It was important to me
to remember the academic goals of the lesson and be flexible with how the goals could be
achieved. I want my students to feel like our classroom is a safe and supportive space that
they can be less anxious and willing to learn in.
2. How will you use what you have learned regarding connecting instructional planning to
student characteristics in the future?
Ive learned that it takes a lot of ground work in the beginning, with continual updates, to
write meaningful lessons. The instruction that is connected to students is the best eat to
motivate and encourage them. To achieve this successfully I have to take the time and learn
about each student. In the future I know how my instructional planning will be effected
positively from the different types of information in this TPA. Another piece of information
that Ill take with me in the future is how to obtain the information.
July 2008
27

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CalTPADesigning Instruction Task

Step 1: Academic Content Selection and Learning about Students

A. Academic Content Selection

CalTPADesigning Instruction Task

2. Describe the unit of study that addresses those standards.

CalTPADesigning Instruction Task

Students will demonstrate safe movement, follow directions, and demonstrate

Number of male students: 4________

Total number of students: 4_________

Number of female students: 0______

CalTPADesigning Instruction Task

CalTPADesigning Instruction Task

CalTPADesigning Instruction Task

Interests and Aspirations

Step 2: Learning about Two Focus Students

CalTPADesigning Instruction Task

Student 1: An English learner

CalTPADesigning Instruction Task

CalTPADesigning Instruction Task

Student 2: A Student Who Presents a Different Instructional

CalTPADesigning Instruction Task

Step 3: Planning for Academic Instruction for the Whole Class

CalTPADesigning Instruction Task

CalTPADesigning Instruction Task

CalTPADesigning Instruction Task

CalTPADesigning Instruction Task

CalTPADesigning Instruction Task

Once everyone has gone and they

CalTPADesigning Instruction Task

CalTPADesigning Instruction Task

Progress monitoring of student learning

CalTPADesigning Instruction Task

Step 4: Lesson Adaptations for the Two Focus Students

CalTPADesigning Instruction Task

Student 1: An English Learner

CalTPADesigning Instruction Task

CalTPADesigning Instruction Task

CalTPADesigning Instruction Task

CalTPADesigning Instruction Task

CalTPADesigning Instruction Task

Student 2: A Student Who Presents a Different Instructional

CalTPADesigning Instruction Task

CalTPADesigning Instruction Task

CalTPADesigning Instruction Task

Step 5: Reflection on Connecting Instructional Planning to Student

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